This study examines upper secondary school students’ perceived emotions in the subject ofsocial studies, particularly in relation to discussions of sensitive issues. The aim of the study isto highlight and analyze which emotions are evoked among students, how these perceivedemotions influence their participation in classroom activities, and the significance of theteacher’s role in students’ willingness to participate. The study is based on a quantitativeresearch method, using a survey in which the respondents consisted of upper secondary schoolstudents enrolled in the Business and Economics Programme.Previous research demonstrates that emotions are a central component of social studieseducation from both student and teacher perspectives. The research shows that sensitive topicssuch as migration, politics, religion, and conflicts frequently arise in social studies classroomsand often evoke both positive and negative emotions. It is also emphasized that the classroomclimate is a crucial factor in determining whether students feel comfortable expressing theirviews in sensitive situations. Furthermore, several aspects are highlighted as necessary formeaningful discussions to take place, including respect, tolerance, and the way teachersmoderate discussions. Clear guidelines regarding expectations of students, as well as thepresence of someone who can guide and clarify when needed, are also considered important.The study is based on a theoretical perspective described by Blennow (2021), focusing onresearch concerning emotions and learning, where emotions are viewed as a fundamentalcomponent of the learning process. Emotions can be used to motivate and engage students inlearning, particularly when the subject matter is closely connected to students’ own experiencesand lives.The results clearly show that emotions are experienced in social studies education in general,but especially in relation to discussions of sensitive issues. Many students perceive emotions ascontributing positively to the development of interest and engagement in the subject. At thesame time, there are negative experiences, such as feeling uncomfortable expressing one’sopinions or feeling provoked by discussions related to specific topics. The findings alsodemonstrate that students regard the teacher’s role and influence on their participation as centraland significant, with a positive classroom climate and teacher support being particularlyimportant factors.